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1
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| 授業計画/Class |
Class audition and student selection |
| 事前学習/Preparation |
What is “social justice”? Do you have a special talent or ability? Do you speak other languages than Japanese or English? |
| 事後学習/Reviewing |
Bring class permission slips. |
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2
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| 授業計画/Class |
Introduction/Modeling- "What's Your '-ism?" |
| 事前学習/Preparation |
Buy A4 pocket folder. Think about your social "roles" and "identity"
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| 事後学習/Reviewing |
Read and think about class prints and notes. Prepare written notes on personal “rac-ism” stories.
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3
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| 授業計画/Class |
Rac-ism |
| 事前学習/Preparation |
Prepare ideas on "race"? what is the difference between “race” and “tribe”?
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| 事後学習/Reviewing |
Decide on group storylines. |
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4
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| 授業計画/Class |
Student roleplay workshop |
| 事前学習/Preparation |
Come with story ideas. Prepare more observations from “walk-the-walk” activity.
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| 事後学習/Reviewing |
Read and think about chants and examples in print. Practice for presention.
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5
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| 授業計画/Class |
“Tribe-ism” performances workshop: Begin inspiration prompts for “sex-ism” |
| 事前学習/Preparation |
What is your understanding of "sexism'? What is “feminism”? Is there a “masculism”?
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| 事後学習/Reviewing |
Check class prints for key vocabulary. Remember script copy for teacher. |
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6
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| 授業計画/Class |
Student roleplay workshop
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| 事前学習/Preparation |
Rehearse group story ideas. Prepare any extra props needed. |
| 事後学習/Reviewing |
Prepare and practice projection exercises. |
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7
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| 授業計画/Class |
Presentations, Able-ism |
| 事前学習/Preparation |
Rehearse presentations. What does it mean to be "dis-abled"?
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| 事後学習/Reviewing |
Find meanings of dis-ability key words and expressions from class print. |
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8
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| 授業計画/Class |
More on Dis-Ability, Special Needs lecture
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| 事前学習/Preparation |
Prepare story ideas. Can dis-ability be a “superpower”?
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| 事後学習/Reviewing |
Check Ted Talks (2009) Aimee Mullins “How my legs give me superpowers” |
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9
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| 授業計画/Class |
Dis-ability workshop
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| 事前学習/Preparation |
Bring skit ideas
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| 事後学習/Reviewing |
Practice for presentation. This preparation focuses on changing the body (physically and through sensory need). |
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10
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| 授業計画/Class |
Student roleplay presentations |
| 事前学習/Preparation |
Rehearse role-plays
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| 事後学習/Reviewing |
Memorize final prompt notes. Remember script copy for teacher. |
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11
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| 授業計画/Class |
Inspirational prompt on Heterosex-ism |
| 事前学習/Preparation |
What is "homo-phobia'?
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| 事後学習/Reviewing |
Define and think about key homo-phobia vocabulary from class prints. |
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12
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| 授業計画/Class |
Student roleplay presentations |
| 事前学習/Preparation |
Prepare story ideas
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| 事後学習/Reviewing |
Read and think about class prints and notes. Practice for presentation. |
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13
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| 授業計画/Class |
Collective rehearsal |
| 事前学習/Preparation |
Rehearsal for rehearsal.
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| 事後学習/Reviewing |
Prepare props and make script copy for teacher and other group members. |
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14
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| 授業計画/Class |
Collective rehearsal |
| 事前学習/Preparation |
Final Workshop Rehearsal! |
| 事後学習/Reviewing |
Hand in working script to teacher. Practice for presentation. |
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15
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| 授業計画/Class |
Class performances, turn in Isms book and Final Essay |
| 事前学習/Preparation |
Prepare all final materials. Be ready!
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| 事後学習/Reviewing |
Review Geena Rocero “Why I must come out” video from Ted Talks (2014)
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